Abstract
Three approaches to predicting academic achievement are compared: Rotter's external vs. internal fate control, Kogan and Wallach's rational vs. irrational risk taking, and Gough's role‐enactment capabilities for achievement in contexts demanding either independence or conformity. The Gough formulation accomplished the largest prediction in both the suburban and urban contexts; it also evidences the greatest sensitivity to context differences, with capability for achievement via conformity being significantly more highly rewarded in the urban school. A proposed integration of the findings from all formulations tested emphasizes the ambiguity prevalent in the urban setting between intellectual achievement and moral conformity.
Published Version
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